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All Journal Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Asfi Yanti We
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EFEKTIVITAS PENERAPAN TEKNIK CHAINING TERHADAP KEBERHASILAN TOILET TRANING PADA ANAK USIA 2-3 TAHUN DI TPA IHSAN FIKRI KECAMATAN TAMPAN KOTA PEKANBARU Asfi Yanti We; Ria Novianti; Devi Risma
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 2 (2016): Wisuda Oktober 2016
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

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Abstract: Based on the observations of toilet training ability in children agedhad 2-3 years are still low because the childs are still using diapers and the techersdidn’t special methods for that. This research aims to determine the effectiveness ofchaining technique implementation for toilet traning ability of children ages 2-3 yearsin TPA Ihsan Fikri Tampan districts Pekanbaru city. The sample of research are 10childrens. The data collection techniques were used that observation. Data wereanalyzed using Wilcoxon test using SPSS 20.0. The hypothesis of research is there is asignificant effect of the application of chaining technique to toilet training childrenaged 2-3 years. It can be seen from the analysis of data obtained by comparing thevalue Wtable = 0 > Warithmetic =8 with an error rate of 5%. It can be concluded that Ho isrejected and Ha accepted which means chaining technique can be used for ability toilettraining in children aged 2-3 years. Application of chaining technique to toilet trainingin children aged 2-3 years in TPA Ihsan Fikri Tampan District Pekanbaru City effect of59,3%.Keywords: Toilet Training, Chaining
Peran Kompetensi Profesional Guru PAUD dalam Meningkatkan Kualitas Pembelajaran Berbasis Teknologi. Ayesha Nayra E.; Mutia Sandrina; Rifa Aska Auliya; Sherly Purnama Sari; Rita Kurnia; Asfi Yanti WE
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 4 (2025): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v2i4.734

Abstract

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.
Co-Authors Ayesha Nayra E. Devi Risma Mutia Sandrina Ria Novianti Rifa Aska Auliya Rita Kurnia Sherly Purnama Sari